ABSTRACT
This chapter examines the purposes of assessment in today's schools, mathematics assessment standards, specific methods for mathematics assessment of students with learning problems, and assessment components of school-wide, multi-tier systems of assessment and intervention. For mathematics learning, diagnostic assessment can be used with individual students to discover specific strengths and weaknesses, learning gaps, or misconceptions. The screenings recommended for multi-tier system of supports (MTSS) frameworks are not limited to early grades because difficulties in mathematics and other areas can crop up at any time across the grade levels. Additional issues that impact students with disabilities and those at risk for low achievement include accessibility and accommodations for mandated assessments and effectiveness of MTSS frameworks. As more students with learning problems are included in core mathematics classrooms with differing levels of support services, it is critical that teachers collaborate on an individual student level to plan, conduct, and interpret evaluations for the purposes of informing instruction and planning student interventions.
